Having observed this negative correlation between students’ FOL and their actual learning, we sought to understand the causal factors behind this observation. A survey of the existing literature suggests 2 likely factors: 1) the cognitive fluency of lectures can mislead students into thinking that they are learning more than they actually are (30, ...
Research has also shown that when students are forced to struggle through something that is difficult, the consequent disfluency leads to deeper cognitive processing
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